Transforming performance
at RMIT University
Marcia Gough, Executive Director Human Resources
Joshua Goodrick, Deputy Director Organisational Development
Overview
• RMIT strategy and what we are trying to achieve
• Describing current state
• Designing the Behavioural Capability Framework
• Transitioning to an online performance system
• Implementation
• Overcoming the roadblocks
• Building capability of our staff
• Lessons learnt
RMIT University
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About RMIT
A Global University of technology and design and
Australia’s largest tertiary institution
Three campuses in Melbourne, two in Vietnam.
Programs through partners in Singapore, Hong Kong,
China, Malaysia, India and Europe
A student population of 74,000 includes 30,000
international students (more than 17,000 taught offshore)
A workforce approximately 4000 FTE across 3 cohort
groups – Academic, TAFE and Professional
Learning and teaching through 24 schools, across 3
academic colleges, with research focused in institutes
and centres
RMIT University
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Organisational challenges and drivers
RMIT University
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RMIT Strategic plan - Transforming The Future, 2015
Improving the student experience now and into the future
Improve
Teaching
Performance
Improve
Research
Performance
RMIT University
Improve
Leadership
Performance
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3
State of performance management in 2011
2011
Future
Inconsistent experience for staff & managers
No behavioural feedback
Limited history of staff performance
Cumbersome ‘manual’ paperbased
processes and workplan templates
No reporting on development and training
needs
Compliance culture
RMIT University
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Future state of performance management
2011
Future
Expectations clearly defined for all staff
Performance a measurement of both the
what and how
Transparency in what we do – annual
history of performance workplans
Online system and processes that support
the University and staff requirements
Timely training needs analysis reported
across the university
Measuring quality outcomes and promoting
high levels of performance
RMIT University
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A framework to foster a performance culture
• MyPerformance ensures systems and processes are in place to
promote constructive performance conversations and ways of working
that develop staff in the skills and behaviours to be successful.
• MyCareer builds potential, recognises and rewards achievement and
provides opportunities to staff that foster a career within RMIT.
RMIT University
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It’s a marathon not a sprint
2012
2011
Position
Descriptions
Code of
Conduct
2013
Behavioural Performance
Capability
Workplans
Framework
(online)
Professional
Development
RMIT University
2014
Teaching &
Career
Research
Planning
Expectations
2015
Succession
Planning
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Position Descriptions
• Generic academic position descriptions developed
• Centralised repository of position description documents
• Clarification of link between position descriptions, workload and
workplan
RMIT University
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Start with a clear baseline
The Code of Conduct for staff defines how RMIT’s values are
demonstrated in the day to day activities of the University,
and outlines the standards of behaviour expected by all members of the
RMIT staff community.
RMIT University
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It’s a marathon not a sprint
2012
2011
Position
Descriptions
Code of
Conduct
2013
Behavioural Performance
Capability
Workplans
Framework
(online)
Professional
Development
2014
Teaching &
Career
Research
Planning
Expectations
RMIT University
2015
Succession
Planning
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A Behavioural Framework that guilds the ‘how’
conversations
RMIT University
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Behavioural Descriptor
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Level of Role
Example professional staff
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Behavioural Expectations
Example Professional Staff
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Behavioural Expectations
Example TAFE Staff
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Behavioural Expectations – Academic Staff
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Project Timeline
Nov - Mar
2012
•
•
400 managers and senior leaders attend Conversation Ready
Behavioural expectations introduced to workplans in 2012
Nov 2011
•
Conversation Ready program is designed to incorporate the Behavioural
Capability Framework into performance conversations
•
Final validation and refinement of three behavioural capability
frameworks for Academic, Professional and TAFE staff
•
Formal staff consultation of (draft) behavioural capability frameworks to
validate, refine and align to cohort requirements
•
Consultation process to refine the capabilities, definitions and develops
levels of proficiency
•
5 Focus groups held with senior stakeholders and staff cohort groups to
identify capabilities and their broad definitions
Aug 2011
Aug 2010
Jul 2010
Jun 2010
RMIT University
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10
It’s a marathon not a sprint
2012
2011
Position
Descriptions
Code of
Conduct
2013
Behavioural Performance
Capability
Workplans
Framework
(online)
Professional
Development
2014
Teaching &
Career
Research
Planning
Expectations
2015
Succession
Planning
RMIT University
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Pulled workplaning apart, to put it back together
• 4000 workplans launched, 9 January 2012
• 50 Drop in labs to support staff face to face
• 1300+ Helpdesk support calls
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Launch & Support
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Test
• Quality assurance, load and user acceptance
testing carried out across the university
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Refine & Build
• Refine functionality & design via focus groups
• Build a dedicated training materials & website
• Final blueprint for online system build
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Focus groups
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Design
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Paper workplans
• 8 focus groups with senior stakeholders and staff
cohort groups to identify key features and
recommendations for online system
• Inclusion of Behavioural expectations in workplans
• Academic workplan to support promotion process
• Integration of staff data (SAP) e.g. leave
• Re-design and simplification of workplans 2010
• Inclusion of RMIT University values (2009)
• TNA of completed workplans since (2009)
RMIT University
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2012 Performance workplan (online)
Professional staff
RMIT University
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2012 Performance workplan (online)
Professional staff
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2012 Performance workplan (online)
Professional staff
RMIT University
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It’s a marathon not a sprint
2012
2011
Position
Descriptions
Code of
Conduct
2013
Behavioural Performance
Capability
Workplans
Framework
(online)
Professional
Development
RMIT University
2014
Teaching &
Career
Research
Planning
Expectations
2015
Succession
Planning
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13
No stone left unturned
Senior Leader
reference guide
Drop In Labs
Tutorial videos on
key processes
Dedicated website
for self help
Management &
staff roadshows
Conversation
workshops
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Implementation approach
- Individual
50 Drop in labs, 250 participants
One on one training with each senior leader
Dedicated website with self directed resources and
information
Human Resources and ITS partnered creating a
combined service model - over 1300+ HR support calls
Completion rates closely monitored, managed and case
managed at an individual leavel
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Implementation approach
- Group
207 Consultation briefings with approx. audience 2350
staff
Conversation Ready program 410 participants
Training and development priorities on supporting and
working with each School management team
Academic staff forums to communicate Academic
expectations
Greater transparency around quality of workplanning
targetting specific groups in the University
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Overcoming the Roadblocks
• NTEU campaign = confusion for staff
• NTEU argued breach of EA:
- “negotiated”
- BCF not a specific category
• NTEU placed bans
• RMIT applied to FWA
• Conciliation – not resolved
• Arbitration – VP Lawler decision
RMIT University
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Overcoming the Roadblocks
• NTEU continued the bans
• RMIT sought re-listing of dispute with FWA
• S418 proceedings at FWA’s own initiative
• VP Lawler Decision that CA does not prohibit
• NTEU lodged appeal
• NTEU communicate to comply with order
• NTEU application for stay
• Stay order not granted
• NTEU withdrew appeal
RMIT University
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Overcoming the roadblocks
Management prerogative is alive and well
Vice-President Lawler of Fair Work Australia has issued two
decisions reinforcing the principle that unless restricted from doing
so by legislation, award, or the terms of an Industrial Agreement or
an employee's contract of employment, an employer can issue
lawful and reasonable directions, including a requirement to comply
with policies introduced by the employer.
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2012 Progress results
2012 Objective Setting Completion
16 April
43%
16 June
94%
2012 Mid Year Review Completion
30 September
45%
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It’s a marathon not a sprint
2012
2011
Position
Descriptions
Code of
Conduct
The ‘What’
2014
2013
Behavioural Performance
Capability
Workplans
Framework
(online)
Professional
Development
The ‘How’
2015
Teaching &
Career
Research
Planning
Expectations
Expectations
Succession
Planning
Talent
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DevelopME
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Multiple delivery modes
Trainer-led learning
targeted to specific
cohorts and topics
Focus on interaction
and discussion with
peers and practicing
new skills
leadRMIT website is
central to the
framework
Anytime, anywhere
access to videos,
written material and
tools
Access content you
need and review any
section of a at any time
RMIT University
Drive your own learning
by exploring learning
resources including
books, presentations,
videos, podcasts, apps,
articles and links.
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Academic Expectations
Develop and specify performance expectations for
research, teaching and learning and leadership practice
Provide support strategies on how the University will
provide help for staff to achieve these outcomes.
Professional development, peer review, mentoring and
coaching a core focus in the immediate term.
Review of career pipelines, reward and recognition and
succession planning to retain high performers.
Improving the ability of our managers to enhance the
benefits of annual workplanning and academic workload
management.
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Human Resources
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Questions?
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